Common Core Standards
7th Grade Science
Grade-Level Indicators
Grade
M
#
Essential Understanding
Common Core Standards
Performance Assessment
September
Topic: Cycles and Patterns
of Earth and the Moon
This topic focuses on Earth’s
hydrologic cycle, patterns that
exist in atmospheric and oceanic
currents, the relationship
between thermal energy and the
currents, and the relative position
and movement of the Earth, sun
and moon.
Content Statement
The hydrologic cycle
illustrates the changing states
of water as it moves through
the lithosphere, biosphere,
hydrosphere and atmosphere.
Thermal energy is transferred as
water changes state throughout
the cycle. The cycling of water in
the atmosphere is an important
part of weather patterns on Earth.
The rate at which water flows
through soil and rock is
dependent upon the porosity and
permeability of the soil or rock.
Note: Contamination can occur
Grade 7 Concepts
The different pieces of the
hydrologic cycle (e.g., properties
of water, changes of state,
relationships of water to weather,
effects of water on Earth’s
surface) from the elementary
grades are formally combined in
grade 7 and applied to the
components of the hydrologic
cycle.
The movement of water through
the spheres of Earth is known as
the hydrologic cycle. As water
changes state and energy is
transferred, it cycles from one
sphere into another (e.g., water
transfers from the hydrosphere to
the atmosphere when
evaporation occurs). Ground
water and surface water quality
are important components of the
hydrologic cycle. The porosity
and permeability of the rock
and/or soil (grade 6) can affect
the rate at which the water flows.
Ground water is often
overlooked or minimalized in the
teaching of the hydrologic cycle.
It is important to discuss and
demonstrate the distribution of
Earth’s water to show that there
is more ground water than
surface water. The National
Ground Water Association offers
information, data and resources
to support teachers in teaching
all aspects of ground water.
data, information, books and
maps that relate to Earth’s
resources and the hydrologic
cycle.
introduced at all steps of the
hydrologic cycle. This
relationship is important to begin
to show how contamination
migrates and travels between
Earth’s spheres. The Ohio EPA
provides background and
within any step of the hydrologic
cycle. Ground water is easily
contaminated as pollution
present in the soil or spilled on
the ground surface moves into
the ground water and
The pattern of the cycling
illustrates the relationship
between water, energy and
weather.
The movement of water in the
cycle also can move
contamination through each of
the spheres. Relating water flow
to geographic and topographic
landforms and/or features leads
to an understanding of where
water flows and how it moves
through the different spheres.
Topographic and aerial maps
(can be virtual) can be used to
identify drainage patterns and
watersheds that contribute to the
cycling of water. Lab
investigations or technology can
be used to simulate different
segments of the hydrologic cycle.
resource information related to
water and water contamination
issues related to the hydrologic
cycle. It also includes helpful
environmental education
resources. Other related
programs include Project Wet
and ODNR’s Division of Soil and
Water Resources.
Science
Quest video clip downloads that
address current discoveries
pertaining to water, research and
events. These can generate
topics of interest, research ideas
and discussion points for the
class.
technology are ways to interest
and engage students by
connecting to real events that are
directly related to water
contamination and water
shortage problems. Satellite
imagery can show specific
contamination issues that are
relevant to Ohio (e.g., algae
contamination within drinking
water supplies) and can be used
for research and comparative
studies in the classroom.
Healthy Water, Healthy People
offers ideas and resources for
teaching all aspects of water and
water contamination issues.
Ideas for field monitoring and
research projects, as well as
investigative projects for
students, are found within the
program. Teacher training is
included.
cycle (and other biogeochemical
cycles) with everyday life and
experiences is essential since
many resources and references
regarding cycles within Earth
systems are very abstract and
difficult to apply to the real world.
Choosing local issues that
involve water and conducting
field studies and research about
the movement of water and/or
contamination can lead to deeper
understanding of how the cycles
work (e.g., researching acid mine
drainage problems in
southeastern Ohio. The Monday
Creek website provides research
and data for southeastern Ohio
and acid mine drainage cleanup
efforts. There are other resources
listed on the site to assist in
student research.
October
Topic: Cycles and Patterns
of Earth and the Moon
This topic focuses on Earth’s
hydrologic cycle, patterns that
exist in atmospheric and oceanic
currents, the relationship
between thermal energy and the
currents, and the relative position
and movement of the Earth, sun
and moon.
Content Statement
Grade 7 Concepts
The earlier concepts of weather
and the physical properties of air
and water and their changes are
expanded in grade 7 to the
relationship of atmospheric and
oceanic currents and climate.
Current and climate patterns on a
global level should be studied
using a variety of maps, models
and technology (e.g., remote
sensing, satellite images,
A provides an opportunity
for students to track free-floating
buoys (linked via GPS/Satellite
systems) to actually see the
movement of oceanic currents
over time. The buoys also collect
surface temperature and
barometric pressure data that
relate to climate and weather
changes. Training CDs are
available to assist and support
teachers in the implementation of
Thermal-energy transfers in
the ocean and the atmosphere
contribute to the formation of
currents, which influence
global climate patterns.
The sun is the major source of
energy for wind, air and ocean
currents and the hydrologic cycle.
As thermal energy transfers
occur in the atmosphere and
ocean, currents form. Large
bodies of water can influence
weather and climate. The jet
stream is an example of an
atmospheric current and the Gulf
Stream is an example of an
oceanic current. Ocean currents
are influenced by factors other
than thermal energy, such as
water density, mineral content
(such as salinity), ocean floor
topography and Earth’s rotation.
All of these
Note: This content statement is
related to LS grade 7 (biomes).
Regional temperature and
precipitation contribute to the
identification of climatic zones.
LANDSAT).
The causes of moving currents in
the atmosphere and ocean must
be connected to thermal energy,
density, pressure, composition
and topographic/geographic
influences (e.g., continental
mountains, ocean ridges).
Studies also should include
specific current patterns in both
the atmosphere and the ocean
that are mapped and
documented through data.
Contemporary studies regarding
global climate must be based on
facts and evidence.
This content statement is
connected to the LS grade 7
content pertaining to biomes and
the climatic zones of Earth.
the real-time buoy data.
buoys out of everyday materials
(e.g., PVC piping) to collect data
from local water systems (e.g.,
streams, ponds, lakes, pools).
Test and deploy the buoys.
NOAA offers information about
student-built buoys. Research
Ohio water-quality buoy data,
such as real-time Lake Erie data
from moored buoy stations. The
stations are monitored daily,
which enables students to
compare and analyze data on a
long-term basis. Buoy building
also offers a strong connection to
STEM education.
and then evaluating the design
using research and investigation
can generate interest for many
students. Hosting a culminating
contest or participating in
regional contests can further
engage students in learning
about ship design and
effectiveness. Competitions at
the middle school level for large
boat events and combinations of
large and small boat competitions
can help in planning.
Vehicle to collect specified data
within a marine environment
allows students to explore the
engineering field while supporting
scientific concepts and
investigations directly related to
deep and shallow oceanic
currents, tides, waves and new
scientific discoveries.
Integrate the previously listed
investigations with both physical
science and life science for grade
7 so students see connections
between the content. For PS,
measure and calculate the
velocity of the Gulf Stream at
varying intervals over a period of
time using real-time buoy data.
For LS, calculate the ocean
productivity level (biomass) for
specific areas within the Gulf
Stream. Analyze the data to
determine the relationships
between water temperatures,
amounts of living organisms and
types of living organisms present.
investigations with other content
areas (e.g., Mathematics, English
Language Arts, Social Studies,
World Languages, Fine Arts)
using the Eye of Integration. This
demonstrates the
interconnectedness of STEM
fields and other middle school
content areas, ensuring that realworld connections are made
through different lenses.
November
Topic: Cycles and Patterns
of Earth and the Moon
This topic focuses on Earth’s
hydrologic cycle, patterns that
Grade 7 Concepts
The properties and composition
of the layers of Earth’s
atmosphere are studied, as they
are essential in understanding
EPA’s Division of Air
Pollution Control provides
resources, data and information
exist in atmospheric and oceanic
currents, the relationship
between thermal energy and the
currents, and the relative position
and movement of the Earth, sun
and moon.
Content Statement
The atmosphere has different
properties at different
elevations and contains a
mixture of gases that cycle
through the lithosphere,
biosphere, hydrosphere and
atmosphere.
The atmosphere is held to the
Earth by the force of gravity.
There are defined layers of the
atmosphere that have specific
properties, such as temperature,
chemical composition and
physical characteristics. Gases in
the atmosphere include nitrogen,
oxygen, water vapor, carbon
dioxide and other trace gases.
Biogeochemical cycles illustrate
the movement of specific
elements or molecules (such as
carbon or nitrogen) through the
lithosphere, biosphere,
hydrosphere and atmosphere.
Note: The emphasis is on why
the atmosphere has defined
layers, not on naming the layers.
atmospheric current, climate and
biogeochemical cycles, which are
seventh-grade concepts.
Understanding the interactions
between Earth’s spheres (Earth
Systems Science) and how
specific elements and/or
molecules move between them
should be emphasized. This
study must include standard
greenhouse gases (including
water vapor), ozone (in the
atmosphere and at Earth’s
surface), and natural
events/human activities that can
change the properties of the
atmosphere. Contemporary
issues and technological
advances should be included
within this concept. Real-time
scientific data pertaining to air
quality and properties of air must
be incorporated into the study of
atmospheric properties and air
quality.
pertaining to air and air pollution.
The home page of this site also
offers environmental education
resources that can be used in the
classroom.
properties of the atmosphere and
the different layers, a connection
between density and chemical
properties must be provided. This
is found in PS grade 6.
Interpreting actual data to identify
the different layers of the
atmosphere can help in this
connection between physical and
chemical properties of the
atmosphere. Background data to
help support the teaching of the
atmosphere should include
chemistry, composition,
temperature, pressure and
density.
air-quality issues within the
United States and within Ohio
can increase awareness of the
importance of conserving air as a
resource. NOAA provides airquality information and actual
data that can be used in the
classroom. AirOhio is another
helpful site that concentrates on
the air quality within Ohio and
offers a database that houses
regional monitoring data for
specific air-quality parameters.
December
Topic: Cycles and Patterns
of Earth and the Moon
This topic focuses on Earth’s
hydrologic cycle, patterns that
exist in atmospheric and oceanic
currents, the relationship
between thermal energy and the
currents, and the relative position
and movement of the Earth, sun
and moon.
Content Statement
The relative patterns of motion
and positions of the Earth,
moon and sun cause solar and
lunar eclipses, tides and
phases of the moon.
The moon’s orbit and its change
of position relative to the Earth
and sun result in different parts of
the moon being visible from Earth
(phases of the moon).
A solar eclipse is when Earth
moves into the shadow of the
moon (during a new moon). A
lunar eclipse is when the moon
moves into the shadow of Earth
(during a full moon).
Gravitational force between the
Earth and the moon causes daily
oceanic tides. When the
gravitational forces from the sun
and moon align (at new and full
moons) spring tides occur. When
the gravitational forces of the sun
and moon are perpendicular (at
first and last quarter moons),
neap tides occur.
Grade 7 Concepts
The role of gravitational forces
and tides are introduced in
relationship to the position of the
Earth, moon and sun. Models
and simulations (can be 3-D or
virtual) must be used to
demonstrate the changing
positions of the moon and Earth
(as they orbit the sun) and
lunar/solar eclipses, daily tides,
neap and spring tides, and the
phases of the moon. Earth and
its solar system are part of the
Milky Way galaxy, which are part
of the universe.
The emphasis should not be on
naming the phases of the moon
or tides, but in understanding
why the phases of the moon or
tides are cyclical and predictable.
Advances in science knowledge
regarding patterns and
movement in the solar system
are included in this content
statement.
Teaching concepts of tides and
eclipses must involve studentcentered modeling and
exploration. These topics can be
abstract, even if they have been
observed. Developing modeling
strategies and research-based
investigations can lead to a
deeper understanding of the
processes involved in different
eclipses and tidal patterns. NASA
provides examples, data and
resources to assist in teaching
about tides and eclipses using
models.
and document changes in tides
or lunar phases and then
recreating the observation in the
classroom can be useful in
teaching patterns and cycles
within the solar system. Often
virtual demonstrations (repeated
as needed) can help students
that may be struggling in
understanding the relationship of
gravity and neap/spring tides or
other cycles and patterns.
background data and information
pertaining to lunar phases,
eclipses and celestial bodies.
January
Topic: Cycles of Matter
and Flow of Energy
This topic focuses on the impact
of matter and energy transfer
within the biotic component of
ecosystems.
Content Statement
Matter is transferred
continuously between one
organism to another and
between organisms and their
physical environments.
Plants use the energy in light to
make sugars out of carbon
dioxide and water
(photosynthesis). These
materials can be used and
immediately stored for later use.
Organisms that eat plants break
down plant structures to produce
the materials and energy they
need to survive. Then they are
consumed by other organisms.
Energy can transform from one
form to another in living things.
Animals get energy from
oxidizing food, releasing some of
its energy as heat.
The total amount of matter and
energy remains constant, even
though its form and location
change.
Note 1: Chemical reactions are
presented as the rearrangement
of atoms in molecules.
Note 2: Chemical reactions in
terms of subatomic structures of
Grade 7 Concepts
The basic concepts for matter
and energy flow were introduced
in grades 3-5. The grades 3-5
concepts are expanded to
include a comparison of
photosynthesis and cellular
respiration.
The use of light energy to make
food is called photosynthesis.
The breakdown of food to release
the stored energy is called
respiration. General formulas are
appropriate at this grade level,
because atoms and molecules
are taught in grade 6. Details of
both processes are not grade
appropriate. In grade 6, cellular
organelles are introduced. It is
appropriate to reinforce that the
chloroplast (the plant cell
organelle that contains
chlorophyll) captures the sun’s
energy to begin the process of
converting the energy from the
sun into sugars and sugar
polymers, such as starch.
As matter is cycled within the
environment, it promotes
sustainability. The emphasis is
not on food webs, but on the
transfer of matter and energy
between organisms. The total
amount of matter and energy
remains constant in an
ecosystem, even though the form
and location undergo continual
change. The concept of
The Annenberg Media series
Essential Science for Teachers:
Life Science: Session 8 provides
examples of material cycling in
an ecosystem while illustrating
the difference between the flow
of energy and the cycling of
materials.
atoms are not appropriate.
conservation of matter
(introduced in PS grade 4) and
conservation of energy are
applied to ecosystems. An
energy pyramid graphic can
illustrate the flow of energy. At
each stage in the transfer of
energy within an ecosystem,
some energy is stored in newly
synthesized molecules and some
energy is lost into the
environment as heat produced by
the chemical processes in cells.
The elements that make up the
molecules of living things are
continuously recycled. Energy
rich molecules that are passed
from organism to organism are
eventually recycled by
decomposers back into mineral
nutrients usable by plants.
New discoveries, technology and
research must be used to
connect the concept of energy
transfer and transformation within
the ecosystem and between
ecosystems. For example, the
use of biomass as an alternative
energy source for the local area
can focus on different types of
biomass, competition between
human food crops and biomass
crops, and biomass vs. other
types of alternatives to fossilfuels energy.
February
Topic: Cycles of Matter and
Flow of Energy
This topic focuses on the impact
of matter and energy transfer
within the biotic component of
ecosystems.
Content Statement
In any particular biome, the
number, growth and survival of
organisms and populations
depend on biotic and abiotic
factors.
Biomes are regional ecosystems
characterized by distinct types of
organisms that have developed
under specific soil and climatic
conditions.
The variety of physical (abiotic)
conditions that exists on Earth
gives rise to diverse
environments (biomes) and
allows for the existence of a wide
variety of organisms
(biodiversity).
Ecosystems are dynamic in
nature; the number and types of
species fluctuate over time.
Disruptions, deliberate or
inadvertent, to the physical
(abiotic) or biological (biotic)
components of an ecosystem
impact the composition of an
ecosystem.
Note: Predator-prey and
producer-consumer relations are
addressed in grade 5.
Grade 7 Concepts
Biomes are defined by abiotic
components of the environment –
topography, soil types,
precipitation, solar radiation and
temperature. Comparing the
different biomes found on Earth
is the focus of this content
statement. Examples of the
Earth’s biomes include aquatic
(freshwater, brackish water and
marine water), forest (tropical
and temperate), desert (cold and
hot), grassland, taiga and tundra.
Biomes must be linked to climate
zones on a global level by using
a variety of maps, models and
technology (e.g., remote sensing,
satellite images, LANDSAT). This
content statement is connected
to the ESS middle school content
pertaining to global climate
patterns.
An ecosystem is composed of
linked and fluctuating interactions
between biotic and abiotic
factors. Given adequate
resources and an absence of
disease or predators, populations
of organisms in ecosystems
increase at rapid rates. Finite
resources and other factors limit
population growth. As one
population proliferates, it is held
in check by one or more
environmental factors (e.g.,
depletion of food or nesting sites,
increased loss to predators,
Research a biome by
monitoring changes in the biotic
and abiotic factors of the
ecosystem. Have students ask
questions about how the habitat
has changed over a given period
of time (abiotic factors). Ask: How
have those changes impacted
living things? Select an organism
and find data on the population.
Determine what changes have
occurred in that population and
provide scientific reasons for
those changes. Ask: What efforts
have been employed to protect
the population? WWF for a living
planet has resources, data,
reports and activities about the
health of the world’s biomes.
NSTA Sci-Links, Missouri
Botanical Garden, Freshwater
Ecoregions of the World and the
World Wildlife Organization
provides information and data
about the biomes of the world.
Time allows an audio tour of the
wonders of nature by examining
a variety of species around the
world through stories. The
Encyclopedia of Life and Atlantic
Public Media developed this
program.
Habitable Planet explores how
changes in populations impact
ecosystems. It also shows how
invasion by parasites). If a
natural disaster such as a flood
or fire occurs, the damaged
ecosystem is likely to recover in a
succession of stages that
eventually results in a system
similar to the original one.
data is collected in the field.
information about how animal
population data can be collected
in the Arctic with unmanned
aircraft.
ct an interactive lab
designed to build your own
ecosystem and explore the
interrelationships between biotic
and abiotic factors and their
changes.
students become aware of the
variety of organisms that exist in
the world.
Penn State New Kensington is an
opportunity to observe photos of
various species of plants
interacting with one another and
the environment and examine
what changes result due to those
interactions.
March
Topic: Conservation of Mass Grade 7 Concepts:
Mixtures are materials composed
and Energy
This topic focuses on the
empirical evidence for the
arrangements of atoms on the
Periodic Table of Elements,
conservation of mass and
energy, transformation and
transfer of energy.
Content Statement
The properties of matter are
of two or more substances that
retain their separate atomic
compositions, even when mixed
(e.g., water and sugar can be
mixed together thoroughly at the
molecular level but the water
particles and sugar particles
remain separate).
Elements are organized into
groups based on their properties
Essential Science for Teachers
is a series of videos on demand
produced by Annenberg. The
segment Physical Changes and
Conservation of Matter integrates
high-quality content information
with exemplary classroom
practices that primarily address
conservation of matter as it
relates to change. The video
determined by the
arrangement of atoms.
Elements can be organized into
families with similar properties,
such as highly reactive metals,
less-reactive metals, highly
reactive nonmetals and some
gases that are almost completely
nonreactive.
Substances are classified
according to their properties,
such as metals and acids.
When substances interact to form
new substances, the properties
of the new substances may be
very different from those of the
old, but the amount of mass does
not change.
Note 1: This is the conceptual
introduction of the Periodic Table
of Elements.
Note 2: Acids and bases are
included in this topic; further
detail will be provided in the
Model Curriculum.
Note 3: It is important to
emphasize that most changes in
the properties of matter have
some combination of chemical
and physical change (at different
levels).
(including melting and/or boiling
points) and position on the
periodic table. These groups
include metals, non-metals and
gases that are almost completely
nonreactive. The nonreactive
gases exist primarily as elements
and do not react to form many
compounds. Most metals are
malleable, have high melting
points, are usually solid at room
temperature and are good
conductors of heat and electricity.
Nonmetals are poor conductors
of heat and electricity, are usually
gases at room temperature and,
as solids, tend to be dull and
brittle.
The pH scale has a range of 0-14
and is used to measure the
acidity or alkalinity of a
compound. At the seventh-grade
level, pH tests must be
conducted on a variety of
substances. The properties of the
compounds that are acidic (below
7 on the pH scale), neutral (7 on
the pH scale) or basic (above 7
on the pH scale) must be
compared and evaluated. Acidity
and alkalinity values must be
related and connected to the
natural world, as pH values are
used to measure water, soil and
air quality (e.g., sulfuric acid in
the atmosphere can form acidic
precipitation which can impact
the acidity of a stream and the
living organisms in the stream).
The discussion of hydroxide and
shows that some physical
changes are reversible. Please
be advised that not all physical
changes are reversible and that
the differentiation of change as
“chemical” or “physical” is
inappropriate.
Essential Science for Teachers
is a series of videos on demand
produced by Annenberg. The
segment Chemical Changes and
Conservation of Matter integrates
high-quality content information
with exemplary classroom
practices that primarily address
conservation of matter as it
relates to change. The video
shows that some chemical
changes cannot be reversed.
Please be advised that not all
chemical changes are irreversible
and that the differentiation of
change as “chemical” or
“physical” is inappropriate.
from the University of Nottingham
contains short videos of all the
elements. Videos include what
the element looks like in
elemental form, some of the
reactions of the element and the
uses for the element.
hydrogen ions as they relate to
the pH scale is reserved for high
school and will not be assessed
at the grade 7.
Chemical and physical changes
occur on a continuum and no
distinct lines separate the two. In
many cases when objects,
substances or materials undergo
change, there may be a
combination of chemical and
physical changes occurring.
Under these standards,
classifying specific changes as
chemical or physical is not
appropriate.
For any change in a closed
system, the number and type of
atoms stays the same, even if the
atoms are rearranged. Therefore,
the mass remains constant.
Note 1: Appropriate background
knowledge such as graphics
representing the atomic
composition of the substances
involved or descriptions of how
the matter can be formed,
decomposed or separated,
should accompany questions
asking to classify matter as an
element, compound or mixture.
The nature of chemical bonding
is not appropriate at this grade.
Note 2: H+ and OH- ions as they
relate to pH are found at the high
school level.
Note 3: While mass is always
conserved, this is not the case for
volume. Mixing alcohol with water
results in a volume that is less
than the sum of the volumes.
Boiling liquid results in a
significant increase in volume.
Note 4: The idea of reversibility
of changes is not a criterion for
classifying changes as chemical
or physical. Some changes
cannot be reversed, like tearing
paper. As students progress
farther in chemistry, they will
learn about equilibrium, which
involves many chemical changes
that are reversible. Dissolving an
ionic substance is an example of
a process that is not clearly
chemical or physical since bonds
are broken (Science: College
Board Standards for College
Success, 2009, page 125).
April
Topic: Conservation of Mass Grade 7 Concepts:
A system is separated from its
and Energy
This topic focuses on the
empirical evidence for the
arrangements of atoms on the
Periodic Table of Elements,
conservation of mass and
energy, transformation and
transfer of energy.
Content Statement
Energy can be transformed or
transferred but is never lost.
When energy is transferred from
one system to another, the
quantity of energy before transfer
equals the quantity of energy
after transfer. When energy is
surroundings by either a physical
or mental boundary. A closed
system is one that does not
interact with its surroundings.
Matter and energy cannot get
into or out of a closed system.
Most systems on Earth are open
systems. Matter and energy can
be transferred into or out of an
open system. If energy appears
to be gained or lost, it has just
transformed or transferred into a
different system. Examples of
systems include ecosystems, the
atmosphere, the hydrosphere,
the solar system and the human
has several articles that give
information about different
careers in energy.
, an
interactive simulation from PhET,
demonstrates conservation of
energy.
Contest from Discovery
Education gives an idea for a
design project that demonstrates
energy transformation.
from PBS Kids gives ideas for
design projects that accomplish a
transformed from one form to
another, the total amount of
energy remains the same.
Note: Further discussion of
energy transformation is
addressed at the high school
level.
body.
When energy transfers to a large
system, it may be difficult to
measure the effects of the added
energy. Dissipated energy
(energy that is transformed into
thermal energy and released into
the surroundings) is difficult or
impossible to recapture. Some
systems dissipate less energy
than others, leaving more energy
to use.
Investigation, testing and
experimentation must be used to
explore energy transfers and
transformations. Observing the
quantifiable energy changes in a
virtual environment is
recommended at this introductory
level, as these can be difficult to
measure accurately.
Note 1: This content statement
does not deal with radiation,
convection and conduction. That
is addressed in the seventhgrade Physical Science content
statement.
Note 2: ESS grade 7 is
connected to this content
statement regarding thermal
energy. Thermal energy is
transformed as water changes
state throughout the water cycle.
Thermal energy transferred in the
ocean and atmosphere
contributes to the formation of
currents, which influence global
climate patterns (ESS grade 7).
Middle school LS also is
simple task using many steps
and energy transfers.
connected to this statement as it
relates to the transfer and
transformation of energy within
ecosystems.
May
Topic: Conservation of Mass Grade 7 Concepts
Mechanical energy is transferred
and Energy
This topic focuses on the
empirical evidence for the
arrangements of atoms on the
Periodic Table of Elements,
conservation of mass and
energy, transformation and
transfer of energy.
Content Statement
Energy can be transferred
through a variety of ways.
Mechanical energy can be
transferred when objects push or
pull on each other over a
distance.
Electromagnetic waves transfer
energy when they interact with
matter.
Thermal energy can be
transferred through radiation,
convection and conduction.
Electrical energy transfers when
an electrical source is connected
in a complete electrical circuit to
an electrical device.
Note 1: Energy transfers should
be experiential and observable.
This builds upon PS grade 4 and
is directly connected to ESS
grade 7 (thermal energy transfers
in the hydrologic cycle).
when a force acts between
objects that move one of the
objects some distance with or
against the force. The amount of
energy transferred increases as
the strength of the force and/or
the distance covered by object
increases. This energy transfer
(work) stops when the objects no
longer exert forces on each
other.
Vibrations cause wave-like
disturbances that transfer energy
from one place to another.
Mechanical waves require a
material (medium) in which to
travel. The medium moves
temporarily as the energy passes
through it, but returns to its
original undisturbed position.
Mechanical waves are classified
as transverse or longitudinal
(compression) depending on the
direction of movement of the
medium.
Waves can be described by their
speed, wavelength, amplitude
and frequency. The energy of a
mechanical wave depends upon
the material, decreases with
increasing wavelength, and
only) is an interactive simulation
that allows students to build and
test circuits.
service territory can participate in
the AEP Foundations’ AEGIS
program. Designed to engage
girls in the sciences, a team of
middle school girls and their
teacher spend three days
building the Energy Bike, learn
leadership skills and conduct a
presentation of the bike at school
or within their community. The
bike is retained by the team’s
school for use in the school’s
district.
S Kids
gives a few ideas of design
projects to convert radiant energy
into heat energy.
Note 2: Electricity can be
measured through current,
voltage and resistance. In
addition, renewable energy
systems should be included
(such as wind, geothermal, water
or solar).
Note 3: The types of waves used
within this topic include seismic,
oceanic, sound and light. Seismic
waves also are found in ESS
grade 8.
increases with amplitude. The
pitch of a sound wave increases
with the frequency and the
loudness increases with
amplitude. While light and other
electromagnetic waves do not
require a medium and can travel
through a vacuum, they can
travel through some media, such
as clear glass. A wave travels at
a constant speed through a
particular material as long as it is
uniform (e.g., for water waves,
having the same depth). The
speed of the wave depends on
the nature of the material (e.g.,
waves travel faster through solids
than gases). For a particular
uniform medium, as the
frequency (f) of the wave is
increased, the wavelength (λ) of
the wave is decreased. The
mathematical representation is
vwave=λf.
For grade 7, investigation and
experiments (3-D and virtual)
must be used to connect energy
transfer and waves to the natural
world. Real data must be used,
such as oceanic or seismic wave
data or light and sound wave
data.
Heat is thermal energy
transferred between objects and
travels from a warm object to a
cooler one, unless additional
energy is used. Thermal energy
can be transferred when moving
atoms collide. This is called
conduction. Thermal energy also
can be transferred by means of
thermal currents in air, water or
other fluids. As fluids are heated,
they expand, decreasing the
density. Warmer material with
less density rises, while cooler
material with a greater density
sinks, causing currents that
transfer energy in a process
called convection. Thermal
energy also can be transformed
into waves that radiate outward.
This energy transferred by the
waves can be transformed back
into thermal energy when it
strikes another material through a
process called radiation.
Technology (e.g., virtual
simulations, satellite imagery,
remote sensing, accessing realtime temperature data) can be
used to demonstrate the transfer
of thermal energy on the surface
or interior of Earth and within the
solar system.
An electric circuit exists when an
energy source (e.g., battery,
generator, solar cell) is
connected to an electrical device
(e.g., light bulb, motor) in a
closed circuit. The energy source
transfers energy to charges in the
circuit. Charges flow through the
circuit. Electric potential is a
measure of the potential
electrical energy of each charge.
Differences in voltages can be
measured with a voltmeter. The
energy source does not create
the charges; they were already
present in the circuit. When the
charges reach an electrical
device, energy can be
transformed into other forms of
energy (light, sound, thermal or
mechanical). The voltage drops
after this energy transfer, but the
charges continue to move
through the circuit. In an open
circuit, the charges stop flowing
and energy is not transferred.
Current is the rate of charge flow
through conductors and can be
measured with an ammeter. The
degree to which current is
opposed in a circuit is called
resistance. Generally, for a
particular energy source, the
greater the resistance, the lower
the current. The resistance
through a wire depends upon the
type of metal, the length of the
wire and the diameter of the wire.
Electrical devices can be
connected in a series or as a
parallel circuit. As the number of
devices in a series loop
increases, the current in the loop
decreases. In a parallel circuit,
the currents in each loop are the
same as they would be if each
loop were the only loop in the
circuit. Testing and
experimenting (3-D or virtually)
with electrical circuits to evaluate
the energy transfers, resistance,
current and changes in voltage
are required.
Note: The electromagnetic
nature of electromagnetic
radiation is not appropriate at this
grade level nor are mathematical
calculations of work or electricity.
June